£ 




ill 




PbimioryWerk 




Price, Fifteen Cents, 



Kindergarten Material in Prinnary 
Schools— How to Use It, 



MAT WEAVING 

AND 

SLAT WEAVING 

Iri Prim airy Soliools 



A Practical Manual Especl\lly for Primary- 
Kindergarten Teachers, 



WITH MANY ILLUvSTRATIONS 



By Five Experienced Pi^imary^ Teachers. 



Copyright 1904, by J. H- Shults, rianistee, Rich, 



ManIvSTEE, Michigan. 

AMERICAN KINDERGARTEN SUPPLY HOUSE. 

J, H. Shui^TS, Proprietor. 




LIBRARY of CONGRESS 
Two Copies Received 

JAN 19 1904 



\ Copyright Entry 
cuss Ol- XXc. ! 

^ toPY a 



1>J- 



'/ ^ 



Preface 



This work constitutes one of a series now issued or soon to be 
published upon the use of kindergarten material in primary- 
schools. 

The purpose of the author and publisher is to aid in bringing 
about the best possible kindergarten training in primary schools. 

While the use of this material has rapidly increased within 
the last few years, thus far there has been an almost total ab- 
sence of literature along this line. 

While the regular kindergartens are doing most worthy 
work, yet their operations are limited to the comparative few. 
Probablj' 95 per cent of the children of America will receive 
their first training outside the home in primary schools, and 
while the establishment of regular kindergartens everywhere is 
always to be encouraged, in the meantime let us labor to make 
the best possible and only available substitute— the primary 
school— a place where at least some of the advantages of kinder- 
garten training can be secured. 

The teacher will understand that the primary purpose of all 
the kindergarten gifts and occupations is the development of the 
physical, mental, and moral faculties of the child, and not the 
construction of objects, etc. While it is probably true, that no 
child can construct a form new to him without developing his 
capacity for construction, yet a much greater development will 
result if the lessons are properly conducted. In order to secure 
the best development, the child should be helped by hints and 
suggestions, rather than by direct instruction. He should be 
encouraged to think and act for himself, and to overcome the 
difficulties which he encounters, unaided, whenever possible. 
This, however, should not be carried so far as to lead the child to 
become discouraged or dissatisfied with the work. 

THE AUTHOR. 



Part I 

Mat Weaving 



The Sixth Occupation— Mat Weaving in 
Primary Schools. 



Mat weaving can be conducted most successfully in 
primary schools. Some personal supervision is neces- 
sary at the start but soon the children can continue 
the work from dictation with but little assistance. The 
work correlates with number lessons perhaps better 
than any other occupation. Over one, under two, over 
three, etc., furnishes an excellent drill in counting and 
combining numbers. 

The small sized mats with wide strips should be 
first used, and for much first and second grade work. 
Mrs. Hailmann's graded mats are recommended. The 
material consists of mats and fringes. The mats con- 
stitute the base of the design. The fringes consist 
simply of the strips which are to be torn ofif one at a 
time as needed and woven into the design. In appear- 
ance they resemble the mats, but the cutting is con- 
tinued more nearly to the end, the idea being to leave 
the strips attached at each end for convenience in 
handling. The weaving is done with the aid of weav- 
ing needles, but for first lessons the hardwood slats 
should be used instead of the weaving needles, being 
more easily handled. 

When weaving with the paper is to be commenced, 
tear off a strip of the fringe, attach it to the needle 

II 



and inserting the weaving needle weave over and 




under according to the design. The simplest 
Xvcaving consists of over one, under one, etc. The 
teacher can dictate this and other forms or she can 
write it on the board as shown by the following dia- 
gram, which is suggested by Miss Delia A. Finn, of 
' ' -n. Mich.: 



1 


1 


1 


1 


J 


1 




2 


I 


S 


1 


A 


1 


I 


1 


1 


1 


1 




2. 


1 


2. 


i 


2 



This will be understood at a glance. The top line 
would read, "Under one, over one," etc., the second 
line, "Under two, over two," etc. 



12 



The following suggestions from Miss Lon Keatly of 
Dowagiac may be given as a verbal dictation or placed 
oil the board in the manner indicated above. 

Su^o^estions for Mat Wearitt^-. 
Ahbreviatious: ii. utider: o, over. 
lOK A l-JVK-STKIV MAT. 
First Strip- L'lider niarg;in, o2. nl, ni. 
■iiid strip— under niarLiin, ol, ul. ol. ul, <tl- 
3rd strip— utider tiiar.iiin, ul, oo, ul- 
+th strip— Same as second strip. 
•~>th strip same as iirst strip. 
Thus continue until mat is tiUeil. 

FOK A SIX-STRIP MA T. 
l!«t strip— under margin, o2, u'i. o2. 
2nd strip— under margin, ol, ul, o2. ul, ol, 
3rd strip— under margin, ul. ol, u2. ol, ul. 
41 h strip — Same as 2nd. .^th -same as 1st. rtth ij2, o2, u2. 

FOR A SEVEN-STRIP MAT. 

!st strip under margin, o3, ul, o:^ 
'~nd strip— under margin, o2. ul, ol, ul, o2 
■)rd strip— utider margin, ol, u2, ol. u2, 01 
4th strip under margin, ixl. o2. ul, o"..', ul. 

."•th strip- like 3rd. 6th strip— like second, Tth strip— like Imt. 
Thus continue till mat is filled. 

FOR AN EIGHT-STRIP K\T. 

l8t strip -under margin, o3, u2; <33. 
'Jnd strip— under margin, ol, u*i, ol. 
."^rd strip— under margin, ol, ul, ol, u2, ol. ul, ol. 
4tb atrip— under margin, u3, o2, u3, 

3th strip— same as 3rd. 'Jth strip— like 2nd. 7tli strip— like Jjit 
8th u3, 02, U.3. 

KOK A NTNE-STRIP MAT. 
Isl strip— under margin, ul, o3, ul, o3. ul. 
•3nd strip - under margin, o3, u3, o3. 
.3rd strip--under margin, o2, u2. ol. u2, o2. 
4th strip— under margin, ol, u2, ol, u2, ol. 
.ith strip -under margin, u2, o2, ul. o2, u2. 

«th strip— same as 4th 7th strip-like 3rd. 8th strip— like 2nd. 
9th strip— like 1st. 

FOR A TEN-STRIP MAT 

1st strip-under margin, ol. ul, o2. ul.ol, ul. o2, ul. 
■JSnd strip— under margin, ul, ol, ul, o2, ul, ol, ul, o2, 
.3rd strip— under margin, ol, ul, ol, ul,o2, ul, ol, ul, ol. 
4th strip—under margin, o2, ul, ol, ul. o2, ul, ol, ul. 
.5th strip -under margin, ul, o2. ul. ol, ul, o2. ul, ol. 
6th strip— like 1st. Tth strip- like 2nd. 8th strip— like 3rd. 
9th strip— like 4th. 10th strip -like 5th. 

A teacher suggests the following combination of 

colors: ^'ellow nmi vinlet. yellow and blue, gray and 

1 ; 



blue, brown and red, red and yellow, orange and light 
green, dark red and light green. The same teacher 
says: ''I would select nothing that would be a strong 
contrast for weaving, as checks in colors very opposite 
seem to hurt the eyes." 

Verbal dictation affords an excellent exercise, for 
the mind is being taught to grasp the thought and the 
hand to perform the service at the same time. When 
the child has the power to take these dictations, he has 
gained that which will influence all his other work. 

The following suggestions are made by Mary Louise 
Lent: 

This year I have used kindergarten material more 
than ever before, and am highly pleased with the result. 

With my beginners I have had fine success in weav- 
ing. The mats used are the 4fx4f ones, with one- 
fourth inch sHts, red with tints and shades, yellow 
with tints and shades, and blue with tints and shades. 
I found them just the right size to look pretty, and 
still not be soiled before finished. They have been 
durable also. We have not the w^eaving needles, so the 
children have done the work with their fingers. Being 
limited in material in this line, I have used it as a study 
in tints and shades rather than in combination oi colors. 
My combinations have been as follows: 

Standard color and tint i. 

Standard color and tint 2. 

Standard color and shade i. 

Standard color and shade 2 

S^^ade 2 and tint 2. 

Shade i and tint i. 

The effect has been pleasing. 



Practical Sequence for flat Weaving in Primary 
Schools. 

Written by Mrs. E, S. Fairbanks, Minneapolis, Minn. 

Abbreviations -ol. over one; ul, uader one. 



For mats 4ix4f in. lits i inch 
wide. 

Mat No. I. 

1st strip— ol, ul, ol, ul, across- 
2nd strip- -ul, ol, ul, ol, across- 
3rd strip— like first. 

Continue until mat is fin- 
ished. 

Continue the weaving of 
over one, under one for a con- 
siderable time. 

MAT No. II. 

1st strip— o2, u2, o2, u2, across. 
3nd strip— u2,o2,u2, o2, across. 
3rd strip— like first. 

Continue until mat is fin- 
ished. 

Repeat frequently for prac- 
tice. 

MAT No. III. 

1st strip— o2, ul, o2, ul, across. 
2nd strip— u2, ol ol, u2, across. 
3rd strip— like first. 

Continue until mat is fin- 
ished. 

MAT NO. IV. 

1st strip— o3, u3, o3, u3, across. 
2nd strip— u3, o3, u3, o3, across. 
3rd strip— like first . 

Continue until mat is fin- 
ished. 

MAT No. V. 

1st strip— o3, u2, o3, u2, across. 
2nd strip— u3, o2. u3, o2, across. 
3rd strip— like first. 

Continue until mat is fin- 
ished. 

MAT No. VI. 

1st strip— o3, ul, o3. ul, across. 
2nd strip— u3,ol, u3, ol, across. 
3rd strip— like first. 

Continue until mat is fin- 
ished. 



MAT NO. VII. 

1st strip— o2, u2, o2, across. 
2nd strip— ul, o2, u2, across. 
3rd strip— u2, o2, u2, across. 
4th strip— ol, u2, o2, across. 
5th strip— like first. 
6th strip— like 2nd. 

Continue until. mat is fin- 
ished. 

MAT No. VIII. 

1st strip— o3, u3, o3, across. 
2nd strip— ;il, o3, u3, across. 
3rd strip— u2,o3,u3, across. 
4th strip— u3, o3, u3, across. 
5th strip— ol, u3, o3, across. 
6th strip— o2, u3, o3, across. 
7th strip— o3, u3, o3, across. 
8th strip— like 2nd. 
9th strip— like 3rd strip. 
10th strip— like 4th strip. 
11th strip— like 5th strip. Con- 
tinued until mat is finished. 

MAT No. IX. 

St strip— oS, u8, o2, u2, across. 
2nd strip— ol, u2, o2,u2, across. 
3rd strip— u2, o2, u2, o2, across. 
4th strip— ul, o2, u2, o2, across. 
5th strip— o2. u2, o2, u2, across. 
6th strip— like 2nd. atrip. 
7th strip— like 3rd strip. This 
continue. 

MAT NO. X. 

1st strip— o3, u3, o3, across. 
2nd strip— ul. o3, u3, across. 
3rd strip— u2, o3, u3, across. 
4th strip— u3, o3, u3, across. 
5th strip— ol, u3, o3, across. 
6th strip— o2, u3, o3, across. 
7th strip— o3, u3. o3, across. 
8th strip— like 6th. 
9th strip— like 5th ; continue. 

MAT NO. XI. 

1st strip— ol, u3, ol, u2, ol, u3, 

ol, u2, ol, ul. 
2nd strip— ul, o3, ul, o2, ul, o3, 

ul, o2, ul, ol. 
3rd strip— like 1st. 
4th strip— like 2nd ; continue. 



15 



MAT No. XII. 

Isit Strip— o3, u3, o3, u3, across. 

Und strip— ol, ul, ol, ul across. 

3rd strip— like 1st. 

4th strip— u3, o3, u3 across. 

5th strip— like 1st. 

6tli strip— like 2nd ; continue . 

MAT NO. XIII. 

1st strip— o5, u5, o5 across. 
2nd strip— o2. ul, o2, u2, ol, u2, 

o2, ul, o2. 
3rd strip— ol, u3, ol, ul, ol, ul, 

ol, ul,ol, u3, ol, ul. 
4th strip— like 2nd. 
5th strip— like Ist. 
6th strip— u5, o5, u5 across. 
7th strip -u2, ol, u2, o2, ul, o2, 

u2, ol,u2, ol. 
8th strip— ul, ol, ul. ©t, ul, ol, 

u3, ol, ul, ol, ul, ol, ul, ol. 
yth strip— like 7th. 
10th strip-like 6th. 
11th strip— like 1st and con- 
tinue until mat is completed 

MAT No. XIV. 

1st strip— o5, u5, o5, ul. 
2nd strip— ul, o4, u4, ol, ul, o4, 
ul. 



3i-d strip— u2, o3, u3, o'J, u2, o3. 

ul 
4th strip— u3, o2. u'i, o3, u3, ul, 
2th strip— u4. ol, ul, o4, u4, ol, 

ul. 
6th strip— u5, o.), u5, ol 
7tli strip— like 1st. 
8th strip— like 2nd. and so on 

MAT No. XV. 
1st strip— o2, u2. o8, u2, o2. 
2nd strip— o3, u2, o6, u2, o3. 
3rd strip— o4, vi2, o4, u2, o4. 
4th strip— o5, u2, o2, u2. o5. 
5th strip— like 3rd. 
6th strip— like 2nH. 
7th strip— like 1st. 
8th strip-ol, u2, olO. u2, ol. 
Mtli strip— u2, ol2, u2 
10th strip-like 8th. 
nth strip— like 1st. 
12th strip— like 2nd. 
13th strip— like 3rd. 
14th strip— like 4th. 
15th strip— like .^th. 
16th strip-like 6th. 

This finishes the mat. 

These same patterns or this 
sequence may be used for the 
large mats. 7x7 inches, if that 
size is preferred 



Special Sequence for the 7x7 Mats. 



MAT I. 



1st strip, o 3, u 3, across. 

2d strip, u 1, o 3, u 3, across. 

3d strip, u 2, o 3. u 3, across. 

4th strip, o 2, u 3, o 3, across. 

5th strip, like 1st. 

6th strip, like 2d. 

7th strip, o 1, u 3, o 3, across. 

8th strip, o 2, u 3, o 3. across. 

9th strip, o 3, u 3, across. 
10th strip, u 3, o 3. across, 
nth strip, o 1, u 3, o 3. across. 
12th strip, o 2, u 3. o 3. across. 

Thus comtinue making- steps in 
groups of three. 

MAT II. 

1st strip, o 2. u 2, o 2, u 2, o 2, 

u 3, o 2, u 2, across. 
2d strip, o 1, u 2, o 2, u 2, o 2, 

u 2, o 1. u 2, 02, across. 
3d strip, u 2, o 2. w 2. o 2, u 2. 

o 3. u 2, o 2, u 2, o 2, across. 

i6 



ith strip, n J. o 2. n 2, o "J. u 2, 
<t 2, u 1. o 2, VI 2. i> 2, u 2 
across. 

oth strip, like 1st. 

•^ith strip, like 2d. 

7th strip, like 3ci. 

■sth .strip, like 4th. 

.':tth strip, like 1st. 
KKh strip, like 2d. 
nth strip, like 3d. 
12ih strip, like 10th. 
i.Uh strip, like 9th. 
7nh strip, like Sth. 

'Chiis Continue until mat ).« 
'oinplPted. 

MAT III. 
1st strip, o 2. u 3, o 3. u 3, o 1, 

u 3. o 3. across. 
2<\ strip, o 3, u 3, o .^. u n. o 3. 

u 3, across. 
.'M strip, Li 1, o 3, u 3, o 3, u 3, 

across. 
4th strip, u 2, o 3, u 3. o 3, u 1, 

o 3, u 3, across, 
-^th strip, u 3, o 3, u 3, o 5, u 3. 

o 3, across. 
«>th strip, o 1. u 3. o 3. u 3. 

across. 
7th strip, like Lst. 
8th strip, like 2d. 
nth strip, like 3d. 
10th sti'ip, like 4th. 
Jlth strip, like 5th. 
12th strip, like 6th. 
13th strip, like 7th. 
Hth strip, like 12th. 
loth strip, like 11th. 
itllh strip, like 10th. 

Thus continue until mat is 
(Completed. 

MAT IV. 
1st strip, o 3. u 1. o 3. \i 1. acros.s. 
2d strip, () 2. u 3, o 5. u 3, o 5, 

u 3. o 3. 
.'.d strip, o 1. u 2, o 1, u 2, o 3, 
II 2 o 1. h 2. o 3. n 2. o V. 
u 2. o 2. 
4th strip, u 2, o 3. u 2, o 1, u 2. 

o 3. u 2. o 1. u 2, o 3, u 3. 
."ith strip, u 1. o 5, u 3. o 5, u 3. 

o 5. u 2. 
Kth strip, like 1st. 
7th strip, like 2d. 
Sth strip, like 3d. 
9th strip, like 4th. 
10th strip, like Sth. 
11th strip, like 1st. 
12th strip, like 2d. 
13th strip, like 3d. 



Mat IV— Continued. 

14th strip, like 4th. 
15th strip, like 5th. 
16th strip, like 1st. 

And so on until mat is com- 
pleted. 

'MAT V. 

1st strip, o 1, u 3, o 1. u 3, aeross. 
2d strip, u 1, o 1. u 1, o 1, u 5, 

o 1. u 1, u 5, a 1, u 1, o 1, u 4, 
Sd strip, u 2, o 1, u 7, o 1, u 1, 

o 1, u 5. 
4th strip, like 2d. 
5th strip, like 1st. 
6th strip, u 6, o 1, u 7, o 1, u 7, 

o 1, u 1. 
7th strip, u 5, o 1, u 1, o 1, u 5, 

o 1, u 1. o 1, u 5^ o 1, u 1, o 1. 
8th strip, like 6th. 
9th strip, like 1st. 
10th strip, like 2d. 
And so on until mat is finished. 

MAT VI. 

1st strfp, o 1, u 3, o 1, u 5, o 1, 

u 3, o 1, u 5, o 1. u 3. 
2d strip, u 1, o 1, u 1, o 1, u 3. 

o 1, u 3, o 1, u 1, o 1. u 3, 

o 1, u 3. o 1, u Z. 
3d strip, u 2, o 1, u 3, o 1, u 1, 

o 1. u 3, o 1, u 3, o 1, u 1, 

o 1. u 3, o 1, u 1. 
4th strip, like 2d. 
5th strip, like 1st. 
6th strip, u 5, o 1, u 3, o 1, u 5, 

o 1, u 3. o 1, u 4. 
7th strip, like 3d. 
8th strip, u 1, o 1, u 1, o 1, u 3, 

o 1, u 3, o 1. u 1. o 1, u 3, 

o 1. u 3, a 1. u 1, o 1. 
9th strip, like 3d. 
10th strip, like 6th. 
nth strip, like 1st. 
I2th strip, like 2d. 

We give below a few desic;ns for mat weaving', 
using the 4f x 4f mats, slits i-6 inch. The same 
designs are suitable for 7 x / mats, slits ^ inch. 
By eliminating one or more sections of each design, 
they will be found equally well adapted to the 4J x 4J 
mats, slits ^ inch or wider. 




The above figure shows a mat woven complete. The colors 
xised are white, red and orang-e. Any standard colors can be 
n^ised successfully in thrs design. 




19 



.\<j 1 shows about .ji»L--half 1 he liJal. I'hc SMJiit- (Icsiijus net- 
used tliroujifhtmt to complete. Background, black: topmost de- 
sign, white; second, gray. 




Xo. 2. Back ground, orange. First line of design. 




black; second, white, thus alternating throughout the mat. 




No. 3. Back ground, ofange tint. Balance woven 




B aw SB ■■ B 




22 




in orange except th^ five strips brought to the margin 
of the top, which are all black. Woven in entire length 
of mat. 




\n. 4. I'.ack i;T<)iiii(l. orange, tint 1 : first and cacli 
fomlh snip from the right woven throuo^hout with 
white. Jialance or the design in standard orange. 

\o. 5. Back ground, orange, tint i ; fir.st four 
strips from top. white ; second four strips, orange. 
Thus continue throughoul the mat. 

.\o. 6. Back ground, green, tint 1 : top series of 
desigiis, violet, tint 2. liach alternate design gra\-. 

Xo. 7. l>ack ground, orange. Balance of design 
woven fron.i top to hottom. alternating three strips, 
white and black. 

Xo. 8. l]ack ground red. tint i; first strip' from 
right to left, standard red; three following strips, 
wlnie. Repeated throughout the mat. 






Xo. g. Back ground, red, shade i. First strip 
from top to bottom, white; second strip, black; third 
strip, red. tint 2; fourth strip, black; fifth strip, white. 
Thus continued till completed. 

Xo. 10. Back ground, gray. Top design consist- 



ing of tour strips red. tint i ; second design, blue green, 
shade 2, alternating throughout the mat. 

Xo. II. Back ground, blue, tint 2; first two top 
lines, gray; third line, cool gray. No. i; fourth line, 
standard blue : fifth, sixth and seventh, blue shade i : 
eighth line, standard blue ; ninth line. c(X)l gray No. 1 ; 
lenth line. grav. Repeat once, completing the mat. 

No. 12. Back ground, gray; first from top to 
bottom, blue, tint i ; then three strips l)lue, shade i . 
Thus continue till mat is completed. 




No. 13. Back ground, yellow, shade 2. Three top 
strips, standard \'e11o\A'. followed by one strip same 



shade as back ground; then three strips of yellow, 
lint 2 

No. 14. Back ground, orange ; first three strips 
from top to bottom, black ; second three strips, white. 
Thus alternate till mat is completed. 

These designs can be woven in many other harmon- 
izing colors. 

Every teacher doubtless understands that leading 
tlie pupils to think is a most important part of educa- 
tion. Therefore the children should always be en- 
couraged to invent when performing any of the kinder- 
garten work, but care should be taken that a definite 
aim is leading the work. 



This volume will be read by many primary teachers 
who find it necessary to purchase at their own ex- 
pense most of the kindergarten material which they 
use. Many such are willing to spend time rather 
than money in the preparation of material. To such 
we offer uncut weaving mats, printed on the back as 
shown by the following, which furnishes a guide for 
accurate cutting, and with a pair of tight fitting shears 
this can be done quite accurately. 

Just twice the quantity of mats can be secured in 
this way. Thus a package of 5x7 cut mats contains 
twelve mats and twelve fringes, and twenty-four mats 
and twenty-four fringes are furnished uncut. 

Cutting the larger mats or those w^ith 1/6 inch 
slits, we consider too tedious to be done by hand, 
and hence only the 434x4^ and 5x7 mats with slits 
34 inch and wider are furnished in this way. 

26 



InQtriirtinnQ--'^°'^^5 P^"" sample sheet, one or more sheet$ together. Hold FIRMLY to 
UlObl UUUlUIld prevent slipping. Cut with SHARP, tight jointeci shears EXACTLY on lines, 
stopping on cross line at end for the mats, but cutting a little beyond for the fringes. 



CARE and a little EXPERIENCE will stcure sd:,siaLiory results. 



Part 11 

Slat Weaving 



The Ninth Gift — Slat Weaving— in Primary 
Schools 



Following the Froebelonian system of cliild culture 
progress is made by easy steps from the concrete or 
material toward the abstract — ithe mental and the 
spiritual. Beginning with the solid we proceed first 
to the plane, then to the line, and lastly to the point. 
Thus progressing, the disconnected slats represent at 
once the embodied line and a part of the surface. 

The disconnected slats, or "hardwood splints," as 
they are sometimes called, are quite popular in primary 
schools. The material is inexpensive and non-con- 
sumable, hence can be used over and over again. The 
following lessons are merely suggestive, can be varied 
to suit the conditions, age of pupils, time at disposal of 
teacher, etc. 

First give each pupil a slat. Can you tell me what 
this is made of? Yes, wood. Can you tell me where 
wood comes from? Yes, from trees, or shrubs. Is 
all wood alike? Some w^ood is soft and some wood is 
hard, some light and some dark in color. Some wood 
will bend and other wood will not. Will your slat 
bend? Yes; but if you bend it too far it will break. 
Some wood will not break by bending. Can you think 
of any wood that will not break by bending? Yes, w'il- 
low. Mention other woods. Can you tell me the name 
of any wood that is soft? Yes, pine, bass wood, white 
wood, etc. Can you think of any wood that is hard? 



Yes, oak, maple, hickory, beech, etc. Now look at 
your slat and tell me how many edges it has, and how 
many corners, sides and ends. Can you point to the 
surface of the slat? Now you may lay the slat so as 
to form a horizontal line (Fig. i). You may lay it 

4^ 



CO 



en 




so as to form a vertical line (Fig. 2). When a vertical 
line and a horizontal line are placed together they form 
a right angle. Now give pupils another slat. You 
may place one slat horizontally and the other vertically 
close against it. You have formed a right angle (Fig. 
3). Now you may bring the two ends of the slat 
nearer together. You have formed an acute angle. 
Now move the two ends of the slats back again so 
they will be farther apart than when they formed a 
right angle and we have an obtuse angle (Fig. 4). 
Now you may see liow many different ways you can 
make a right angle. 

Note to Teacher. — Let the pupils form a right angle 
in such manner as to bring the comers at the upper 
left hand, then at the upper right hand, then at the 
lower right hand and the lower left hand. If practical 
have four pupils each place two sticks together so 
that the whole will form a square. The acute and 
the obtuse angles can also be made in the four different 

32 



positions. Close the lesson by allowing the pupils t<.: 
place the slats on the desk so that one end will projec: 
about three inches from the front of the desk. Hold 
the slat with the left hand about two inches back from 
the front edge of the desk, and by striking the pro- 
jecting end of the slat a peculiar buzzing sound will 
be heard. Pupils may be allowed to make this sound 
to some suitable measure of time, which will be greatly 
enjoyed by them. 

LESSON NO. 2 

Begin the lesson with a review of the work of the 
previous day, and continue by giving the pupils each 
four slats, which is the least number with which any 
form that will hold itself together can be made. The 
following diagrams represent a graded series of work 
with slats and are self-explanatory : 

Every primary teacher will understand readily how 
to correlate the work with the number lessons, and 
little talks on the nature and use of the various articles 
constructed should be given as time will permit. These 
talks can be frequently used by pupils of higher grades 
for their written language work, thus enabling the 
teacher to instruct two classes at once. 

In weaving the slats are placed over and under 
each other in such a way that they retain and hold 
each other together, thus forming the design. The 

33 



>oun^er pupils should be given the hardwood slats. 
As the>- advance in experience and skill, many perma- 
nent forms can be made by using- the cheaper soft 
wood slats which can be readily cut to anv length de- 
sired with an ordinary pair of scissors. The designs 
given are merely suggestive. The pupils should be 
encouraged to invent. Talks about the form con 
slructed, angles, etc., should accompany the work. 




